From Science to Aesthetics: Tracing the Role of Music in America's Public Schools.

Brophy, Tim

This review of the role of music in public education in the United States begins with an account of the early developments of music education, and traces this role and its transformation throughout U.S. history. At first none of the arts constituted a substantial part of the materials of public pupil education. Music did not become part of the public school curriculum until the early 19th century. The initial role of music in public education was to improve singing in church by means of a scientifically reasoned curriculum, and subsequently to encourage this more musically literate public to join the singing and choral societies popular in the 19th century. This role was supported popularly by the belief that the study of music increased brain function and developed man's intellect. Educators maintained that learning the science of music notation demanded an orderly thought process that made music a mental discipline as intellectually sound as mathematics. Although the public school music curriculum nearly always was implemented by a specialist, near the end of the 19th century, this responsibility was being shifted increasingly to the regular grade teacher. This reassignment of teaching responsibility coincided with a movement psychologizing education and a focus provided by John Dewey. By 1950 music education was defined though concern with feelings and experiences and how artistic sensibilities could be developed and refined through musical training. Today a search for relevance defines the role of music in public education. Appendices include the resolutions, notes, and a 15-item annotated bibliography. (DK)